Students’ knowledge and attitudes towards plagiarism at the Faculty of Engineering Kyambogo University

Students’ Knowledge and attitudes towards plagiarism at the Faculty of Engineering, Kyambogo University. The findings of the study revealed that the forms of plagiarism are copying work from the internet, submitting similar coursework and copying during test and exams, because of desire to get good grade, fear of failing, disinterest in the assignment, procrastination or poor time management and laziness encourage students to plagiarize therefore putting plagiarism as a course unit, conducting seminars to orient people about plagiarism, putting in place plagiarism detection software, motivating lecturers to teach students about plagiarism and training students on how to avoid plagiarism will enable reduce plagiarism. The research recommends that lecturers, supervisors, tutors should endeavour to educate students about plagiarism; the university should organise literacy training that talk about plagiarism; students should be given guidance and advice on how to prevent plagiarism. The research further recommend that plagiarism should be taught as a course unit in higher institution of learning

Awareness about Plagarism amongst University of Agricultural Sceinces students in Dharwad

Research is an original and systematic investigation undertaken to discover new facts and information about a phenomenon. However a variety of empirical and ethical issues are on the rise in academia, especially plagiarism is quickly becoming part of global educational and research culture. More and more students and researchers are turning to the Internet for cooked solutions and shortcuts for writing assignments, research papers and thesis. The purpose of this paper is to highlight the seriousness of plagiarism amongst students of University of Agricultural Sciences, Dharwad. It also explores the university students’ level of awareness of plagiarism. A total A total of 458 questionnaires were randomly distributed among the postgraduate students and research scholars and 386 filled-up questionnaires were received back. A self-reported questionnaire survey was used for collection of primary data Furthermore, the paper submits recommendations to minimize the plagiarism based on the authors’ experiences

Preventing Plagiarism in the High School

The project provides high school teachers with a handbook to aid their effort in teaching summarization skills and MLA citation format. Because research articles have become easier to obtain over the internet, plagiarism among high school students has evolved and become a problem in American high schools. This handbook is not only a resource for teachers to utilize in their lesson plans, but provides various opportunities for students to practice key writing and research documentation skills

Document similarity

In recent years, development of tools and methods for measuring document similarity has become a thriving field in informatics, computer science, and digital humanities. Historically, questions of document similarity have been (and still are) important or even crucial in a large variety of situations. Typically, similarity is judged by criteria which depend on context. The move from traditional to digital text technology has not only provided new possibilities for discovery and measurement of document similarity, it has also posed new challenges. Some of these challenges are technical, others conceptual. This paper argues that a particular, well-established, traditional way of starting with an arbitrary document and constructing a document similar to it, namely transcription, may fruitfully be brought to bear on questions concerning similarity criteria for digital documents. Some simple similarity measures are presented and their application to marked up documents are discussed. We conclude that when documents are encoded in the same vocabulary, n-grams constructed to include markup can be used to recognize structural similarities between documents.publishedVersio

Evaluating an electronic plagiarism detection service

Plagiarism by students is seen as an increasing problem. The fear is that students will use the internet to obtain analysis, interpretation or even complete assignments and then submit these as their own work. Electronic plagiarism detection services may help to prevent such unfair practice but, in doing so, they create a new problem: certifying the absence of plagiarism. This article reports the results of an evaluation of one such service within an interdisciplinary school of social sciences. The article describes how the system works and the experiences of staff and students in using the service, together with an evaluation of the data generated. The key findings are that the service did identify examples of poor scholarship and unfair practice that had been missed under the usual marking system but that rigorously checking every script for plagiarism was impractical. Trust and student honesty thus remain central to a successful academic system

Evaluating an electronic plagiarism detection service: the importance of trust and the difficulty of proving students don’t cheat

Plagiarism by students is seen as a problem for universities. The fear is that students will increasingly use the internet and related technologies to obtain analysis, interpretation or even complete assignments and then submit these as their own work. Academics and markers face the problem of trying to identify this work in order to safeguard the reputation of their institutions and fairly reward those students who have completed their assessments fairly and honestly. Within this context, electronic plagiarism detection services provide a resource that might screen out some forms of unfair practice but in doing so create additional work in certifying the absence of plagiarism. This paper reports the results of an evaluation of one such service as used within an interdisciplinary school of social sciences. The paper describes how the system works, the experiences of staff and students in using the service together with an evaluation of the data generated by the process. The key findings are that the service did identify examples of poor scholarship and unfair practice that had not been detected under the usual marking system but that rigorously checking every ‘low-risk’ script for plagiarism will overwhelm the marking process. Trust and student honesty thus remain central to a successful academic system

Current, November 30, 1978

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